Degree apprenticeship end-point assessment dilemma

New Vistas

Yu-Chun Pan¹  Malte Reßin² 

[1] C&T General, Northeastern University;School of Computing and Engineering, University of West London;

关键词: Apprenticeship;    end-point assessment;    higher education;    vocational education;   

DOI  :  10.36828/newvistas.195

来源: DOAJ

【 摘 要 】

A growing number of learners join HE institutions through degree apprenticeships with a strong emphasis on both on-the-job and off-the-job training, with apprentices sharing time between lecture theatres and the workplace. In addition to meeting the degree requirements, the completion of degree apprenticeships requires passing a work-based end-point assessment (EPA). EPAs often include a capstone project that is equivalent to a project or dissertation and plays a crucial role in degree apprenticeships, but their execution is not without its problems. This paper identifies common challenges for EPA projects, including academia-business goal misalignment, external factors, confidentiality and commercial sensitivity, and gaps between expectations and experience. Consequently, a set of recommendations is proposed to mitigate the identified challenges.

【 授权许可】

Unknown